1. LANGUAGE TRANSFER IN LANGUAGE LEARNING AND LANGUAGE CONTACT (ARABSKI, 2006) Emrah GÜLTEKİN Fethiye ERBİL Elif MET Burcu ÜVER H. Esra ŞİMŞEK

2. Language Transfer  What do you think is language transfer? IN LANGUAGE LEARNING SITUATION: The behaviorist approach? Transfer is a process described as the automatic uncontrolled and subconscious use of past learner behaviors in the attempt to produce new responses. In this sense, transfer may be of two types: negative and positive.

3. Langage Transfer – Behaviorist Approach negative transfer? examples? Correct because new and old behaviour is the same. Incorrect because old, habitual behaviour is different from new behaviour. positive transfer(facilitation)? examples?

4. Language Transfer  IN OTHER LANGUAGE SITUATIONS in which different language systems are put into contact with each other 1- Language contact (LC) 2- Dialect contact (DC) 3- Foreign Language Learning (LL)

5. Language Situations  Foreign Language Learning (LL): Two different languages are put in contact with each other when the two systems are entirely different.  Turkish - English

6. Language Situations  Language contact (LC): Not only represents the contact of languages but the contact of cultures.  Spanish - Italian

7. Language Situations  Dialect contact (DC): Different dialects of the same language system.  American English – British English

8. Discussion Point: In these three situations (LC, LL, DC):  How language transfer functions?  In what intensity language transfer functions? *How these three types of contact differ from each other?

9. The Intensity of Language Transfer  Depends on the type of Language Contact:  The genetical distance between L1 and L2 is important: If they are genetically closer, language transfer occurs more (Arabski,2006). Ex: More transfer between Polish and Russian (both positive and negative) than Polish and English  Fethiye’s experience (Italian, Spanish, Turkish)

10. The Intensity of Language Transfer  Also depends on the stage of interlanguage development very beginning intermediate levels advanced levels intensity of transer the proficiency of the learner

11. Language Transfer Two other factors are effective on language transfer:  Age of learners: Less frequent among children whose L1 system is not yet strong enough  Markedness /unmarkedness of structures: Marked structures are not transferred (cf Kellerman, 1983) ex: it is raining cats and dogs (kediler köpekler ya ğ ıyor)* bardaktan boşanırcasına ya ğ mur ya ğ ıyor

12. Simplification  L2 is simplified under the influence of L1.  Polish “w” has many English counterparts: in March – w Marcuin March on Sunday – w niedzlele*in Sunday at home – w domu*in home As a result, “w” is selected to simplify the English system- it is used instead many other counterparts resulting in interlanguage forms. Have you had any difficulties concerning English sound system? We have bad vs bedlaw, cow...Three vs tree

13. CULTURE  According to Arabski (2006), it is the culture which is transferred, language structures are being part of it. The new lexical items are needed because of:  New political and economic situations  Technological developments  New styles of life To what extent do you think culture has influence over lexical transfer? The character of the loans reflect the character of cultural contact in: Politics: French Literature: Persian Lifestyle: Arabic Any examples???

14. Language Transfer  However, in the case of polish – English, the word order is sometimes affected as well. The Polish allows to use adjectives both before and after the noun, after the noun being more frequent. Debowy las – las debowy (oakwood) the same meaning But after the influence of English, using adjectives before nouns becomes more frequent. Pan mtody(groom) vs. mtody pan(young gentlemen) meaning changes The influence of L2 does not go much beyond lexis. Do you agree? Can you give any examples?

15. Accomodation  Accomodation theory focuses on speech. It discusses and attempts to explain why speakers modify their language in the presence of others and to the extend that they do.  In the context of dialect contact, the process is the acquisition of the salient features of the target dialect. ex: Çekirdek-çi ğ dem, simit-gevrek ex: sweater – pullover, toilet - lavatory

16. Resistance to Foreign Influence in Language Contact  In the case of Polish-English contact, the lexical contact is the most obvious. However, phonology is the most resistant one. D: Phonology C: Morphology B: Syntax A: Pragmatics D C B A

17. Why do we transfer?  We borrow foreign words or accommodate other dialect forms, because L2 happens to be inadequate for us to express ourselves. We have difficulty in:  Communicating in a foreign language (LL)  Naming newproducts, institutions, etc. (LC)  Sounding like another dialect speaker (DC)

18.  The only real language contact situation is the LL (language learning) situation.  LC (language contact) situation differs because it represents not the contact of language systems, but the contact of cultures.  DC (dialect contact) serves to provide identification with different dialect speakers. Borrowing happens when there is a need for communication. Language Learning, Language Contact and Dialect Contact

19.  Motivation: the force to identify with target culture and dialect  Idenfication: determining different cultures and dialects  Communication: as a kind of integrative motivation  Selection: Not every L2 structure is acquired. The structures which are salient or necessary are acquired, borrowed or accommodated in order. Identification Motivation Communication Selection LL (Foreign Language Learning) LC (Language Contact) DC (Dialect Contact) Domains of Social Psychology of Language

20. As a conclusion...  Note that what we have dissucced is from the point of linguistics.  LL, LC and DC have many features in common. These features appear with different intensity in the three three types of language contacts. Their priorities are also different from each type of language contact.